Sent to the New York Times, Sept. 8, 2015
Daniel Willingham's approval of the findings of The National Reading Panel is not justified ("Teachers aren't dumb," Sept. 8).
The panel decided that teachers need to know the fine details of phonological awareness (sensitivity to individual sounds in words). There is very little research directly linking phonemic awareness training and improvement in reading comprehension, and many people learn to read quite well with little phonological awareness.
The panel also decided that teachers need to teach "intensive" phonics, which requires that children learn all the major rules of phonics in a strict order. Studies show that intensive phonics instruction results in better test scores only on tests in which children pronounce words presented in isolation. Intensive phonics makes no significant contribution to performance on tests in which children have to understand what they read.
There is overwhelming research showing that real reading ability is the result of actual reading, especially of books that readers find very interesting.
Stephen Krashen
Original article: http://www.nytimes.com/2015/09/08/opinion/teachers-arent-dumb.html?emc=edit_tnt_20150908&nlid=5100421&tntemail0=y&_r=0
Some sources:
Effect of phonemic awareness training: Krashen, S. (2001). Does “pure” phonemic awareness training affect reading comprehension? Perceptual and Motor Skills, 93, 356-358.
Coles, G. 2003. Reading the Naked Truth: Literacy, legislation, and lies. Portsmouth, NH: Heinemann.
The limited impact of phonics:
Garan, E. 2001. Beyond the smoke and mirrors: A critique of the National Reading Panel report on phonics. Phi Delta Kappan 82, no. 7 (March), 500-506.
Coles, G. 2003. Reading the Naked Truth: Literacy, legislation, and lies. Portsmouth, NH: Heinemann.
Krashen, S. 2009. Does intensive decoding instruction contribute
to reading comprehension? Knowledge Quest 37 (4): 72-74.
The impact of real reading:
Flurkey, A. and Xu, J. (Eds). 2003. On the Revolution in Reading: The Selected Writings of Kenneth S. Goodman. Portsmouth, NH: Heinemann.
Krashen, S. 2004. The Power of Reading. Heinemann Publishing Company and Libraries Unlimited.
Smith, F. 2004. Understanding Reading. Sixth Edition, Routledge. 2004.
Sullivan, A. & Brown, M. (2014). Vocabulary from adolescence to middle age. London: Centre for Longitudinal Studies, University of London. www.cls.ioe.ac.uk
Daniel Willingham's approval of the findings of The National Reading Panel is not justified ("Teachers aren't dumb," Sept. 8).
The panel decided that teachers need to know the fine details of phonological awareness (sensitivity to individual sounds in words). There is very little research directly linking phonemic awareness training and improvement in reading comprehension, and many people learn to read quite well with little phonological awareness.
The panel also decided that teachers need to teach "intensive" phonics, which requires that children learn all the major rules of phonics in a strict order. Studies show that intensive phonics instruction results in better test scores only on tests in which children pronounce words presented in isolation. Intensive phonics makes no significant contribution to performance on tests in which children have to understand what they read.
There is overwhelming research showing that real reading ability is the result of actual reading, especially of books that readers find very interesting.
Stephen Krashen
Original article: http://www.nytimes.com/2015/09/08/opinion/teachers-arent-dumb.html?emc=edit_tnt_20150908&nlid=5100421&tntemail0=y&_r=0
Some sources:
Effect of phonemic awareness training: Krashen, S. (2001). Does “pure” phonemic awareness training affect reading comprehension? Perceptual and Motor Skills, 93, 356-358.
Coles, G. 2003. Reading the Naked Truth: Literacy, legislation, and lies. Portsmouth, NH: Heinemann.
The limited impact of phonics:
Garan, E. 2001. Beyond the smoke and mirrors: A critique of the National Reading Panel report on phonics. Phi Delta Kappan 82, no. 7 (March), 500-506.
Coles, G. 2003. Reading the Naked Truth: Literacy, legislation, and lies. Portsmouth, NH: Heinemann.
Krashen, S. 2009. Does intensive decoding instruction contribute
to reading comprehension? Knowledge Quest 37 (4): 72-74.
The impact of real reading:
Flurkey, A. and Xu, J. (Eds). 2003. On the Revolution in Reading: The Selected Writings of Kenneth S. Goodman. Portsmouth, NH: Heinemann.
Krashen, S. 2004. The Power of Reading. Heinemann Publishing Company and Libraries Unlimited.
Smith, F. 2004. Understanding Reading. Sixth Edition, Routledge. 2004.
Sullivan, A. & Brown, M. (2014). Vocabulary from adolescence to middle age. London: Centre for Longitudinal Studies, University of London. www.cls.ioe.ac.uk
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Learning to read is very different from learning to speak, and it does not happen all at once. There is a steady progression in the development of reading ability over time. The best time for children to start learning to read is at a young age - even before they enter pre-school. Once a child is able to speak, they can begin developing basic reading skills. Very young children have a natural curiosity to learn about everything. They are naturally intrigued by the printed texts they see, and are eager to learn about the sounds made by those letters. You will likely notice that your young child likes to look at books and thoroughly enjoys being read to. They will even pretend to behave like a reader by holding books and pretend to read them.
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Did you know that 67% of all Grade 4 students cannot read at a proficient level! According to the National Assessment of Educational Progress, of those 67%, 33% read at just the BASIC level, and 34% CANNOT even achieve reading abilities of the lowest basic level!
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